Psychological Development and Education ›› 2014, Vol. 30 ›› Issue (3): 312-321.

Previous Articles     Next Articles

Effect of Perceived Teacher’s Autonomy Support on Junior Middle School Students’ Academic Burnout：The Mediating Role of Basic Psychological Needs and Autonomous Motivation

LUO Yun1, ZHAO Ming2, WANG Zhen-hong1   

  1. 1. Department of Psychology, Shanxi Normal University, Xi'an 710062, China;
    2. Shanxi Province Lingshi County No.1 Middle School, Ling'shi 031300, China
  • Online:2014-05-15 Published:2014-05-15

PDF (PC)

Abstract: The present study investigated the relationships between students' perceived teacher's autonomy supporting, basic psychological needs, self-determined motivation and academic burnout. Modified Learning Climate Questionnaire, Basic Need Satisfaction Scale (BNSS), Academic Self-Regulation Questionnaire (SRQ-A) and Maslach Burnout Inventory-Student Survey (MBI) were administered to 613 junior middle school students. Results showed that basic psychological needs and autonomous motivation were positively associated with perceived teacher's autonomy support, and were negatively associated with academic burnout. Structural equation analysis showed that basic psychological needs and autonomous motivation played the mediating role separately in the relation between perceived teacher's autonomy support and academic burnout. Furthermore, the basic psychological needs - autonomous motivation meditational chain also played a mediating effect in the relation between students perceived teacher's autonomy support and academic burnout. Finally, the implications for teaching are discussed.

Key words: academic burnout, perceived teacher’s autonomy support, basic psychological needs, autonomous motivation, mediating effect

CLC Number: 

  • B844
Baumeister, R. F., & Vohs, K. D. (2007). Self-Regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115-128.
Brislin, R. W. (1980). Translation and content analysis of oral and written material.Handbook of cross-cultural psychology, 2(2), 349-444.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes, The self in transition: Infancy to childhood. 23(2), 43-77
Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of Intrinsic Motivation and Self-Determination. In Intrinsic Motivation and Self-Determination in Human Behavior, New York: Plenum Press,33(6), 11-40
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational psychologist, 26(3-4), 325-346.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
Frydenberg, E., Lewis, R., Bugalski, K., Cotta, A., McCarthy, C., Luscombe-smith, N., et al. (2004). Prevention is better than cure: Coping skills training for adolescents at school. Educational Psychology in Practice, 20(2), 117-134.
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational behavior, 26(4), 331-362.
Gaudreau, P., & Antl, S. (2008). Athletes' broad dimensions of dispositional perfectionism: Examining changes in life satisfaction and the mediating role of sport-related motivation and coping. Journal of sport & exercise psychology.30(3), 356-382.
Gerbing, D. W., & Anderson, J. C. (1988). An updated paradigm for scale development incorporating unidimensionality and its assessment. Journal of Marketing research, 27(7)186-192.
Grolnick, W. S., Farkas, M. S., Sohmer, R., Michaels, S., & Valsiner, J. (2007). Facilitating motivation in young adolescents: Effects of an after-school program. Journal of applied developmental psychology, 28(4), 332-344.
Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of educational psychology, 81(2), 143-153.
Huebner, E. S., Drane, W., & Valois, R. F. (2000). Levels and demographic correlates of adolescent life satisfaction reports.School Psychology International, 21(3), 281-292.
Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theorys motivation mediation model in a naturally occurring classroom context. Journal of educational psychology, 104(4), 1175-1188.
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students. Journal of Educational Psychology, 101(3), 644-661
Jacobs, S. R., & Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44(3), 291-303.
Jowett, G. E., Hill, A. P., Hall, H. K., & Curran, T. (2013). Perfectionism and junior athlete burnout: The mediating role of autonomous and controlled motivation. Sport,Exercise, and Performance Psychology, 2(1), 48.
Kiuru, N., Aunola, K., Nurmi, J. E., Leskinen, E., & Salmela-Aro, K. (2008). Peer group influence and selection in adolescents' school burnout: A longitudinal study. Merrill-Palmer Quarterly, 54(1),23-55.
Mageau, G. A., & Vallerand, R. J. (2003). The coach-athlete relationship: A motivational model. Journal of Sports Sciences, 42(21): 883-904.
Marion, D., Laursen, B., Kiuru, N., Nurmi, J. E., & Salmela-Aro, K. (2014). Maternal Affection Moderates Friend Influence on Schoolwork Engagement. Developmental Psychology. 50(3),766-771.
McArdle, S., & Duda, J. L. (2004). Exploring Social-Contextual Correlates of Perfectionism in Adolescents: A Multivariate Perspective.Cognitive Therapy and Research, 28(6), 765-788.
Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88(2), 203.
Mouratidis, A., & Michou, A. (2011). Perfectionism, self-determined motivation, and coping among adolescent athletes.Psychology of Sport and Exercise, 12(4), 355-367.
Niemiec, C. P., Lynch, M. F., Vansteenkiste, M., Bernstein, J., Deci, E. L., & Ryan, R. M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29(5), 761-775.
Quested, E., & Duda, J. L. (2011). Antecedents of burnout among elite dancers: A longitudinal test of basic needs theory. Psychology of sport and exercise,12(2), 159-167.
Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734-746.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and emotion, 28(2), 147-169.
Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity.Journal of Educational Psychology,98(1), 209.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist,44(3), 159-175.
Rudolph, K. D., Lambert, S. F., Clark, A. G., & Kurlakowsky, K.D.(2001). Negotiating the Transition to Middle School: The Role of Self-Regulatory Processes. Child development, 72(3), 929-946.
Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of personality and social psychology, 57(5), 749-761
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology,25(1), 54-67.
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School Burnout Inventory (SBI). European Journal of Psychological Assessment, 25(1), 48-57.
Salmela-Aro, K., Kiuru, N., & Nurmi, J. E. (2008). The role of educational track in adolescents' school burnout: A longitudinal study. British Journal of Educational Psychology, 78(4), 663-689.
Salmela-Aro, K., Kiuru, N., Pietikainen, M., & Jokela, J. (2008). Does school matter? The role of school context adolescents' school-related burnout. European Psychologist, 13(1),12-23.
Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students a cross-national study. Journal of cross-cultural psychology, 33(5), 464-481.
Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33(6), 883-897.
Slivar, B. (2001). The syndrome of burnout, self-image, and anxiety with grammar school students. Horizons of Psychology, 10(2), 21-32.
Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of Educational Psychology, 99(4),747-760.
Taylor, I. M., Ntoumanis, N., & Smith, B. (2009). The social context as a determinant of teacher motivational strategies in physical education. Psychology of Sports & Exercise, 10(2), 235-243.
Taylor, I. M., Ntoumanis, N., & Standge, M. (2008). A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education. Journal of Sport & Exercise Psychology, 30,75-94.
Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among finnish high school students and young adults: Profiles, progressions, and educational outcomes. Developmental Psychology, 50(3),649-662.
Vallerand, R. J., & Blssonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality,60(3), 599-620.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social psychology, 72(5), 1161-1176.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in experimental social psychology, 29, 271-360.
Vallerand, R. J., Pelletier, L. G., & Koestner, R. (2008). Reflections on self-determination theory. Canadian Psychology/Psychologie Canadienne,49(3), 257-262.
Vansteenkiste, M., & Sheldon, K. M. (2006). Theres nothing more practical than a good theory: Integrating motivational interviewing and self-determination theory. British Journal of Clinical Psychology, 45(1), 63-82.
Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing. Journal of educational psychology, 97(3), 468-483.
Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: a test of self-determination theory. Journal of personality and social psychology, 70(4), 767.
Yang, H. J., & Farn, C. K. (2005). An investigation the factors affecting MIS student burnout in technical-vocational college. Computers in Human Behavior, 21(6), 917-932.
林文莺,侯杰泰. (1995). 结构方程分析——模式之等同及修正. 教育学报(香港) 23(1), 147~162.
李西营, 宋娴娴, 郭春涛. (2009). 大学生社会支持, 控制点及学习压力与学习倦怠的关系研究. 中国临床心理学杂志, 17(3), 287-289.
刘惠军, 纪海英, 王英. (2012). 基本心理需要满足对医生工作倦怠和工作投入的预测作用. 河北大学学报 (哲学社会科学版), 37(2), 93-99
孟洪武, 尹金泉, 徐晓锋. (2012). 高三学生学习压力、学习倦怠及教师支持感受关系的研究. 教学与管理, 24(8), 61-63.
孙国晓, 张力为. (2012). 基本心理需要与运动员心理疲劳: 自我决定理论的视角. 天津体育学院学报, 27(2), 126-132.
唐雪芹, 方晓义, 胡伟, 陈海德, 吴梦希, 王帆. (2013). 父母和教师自主支持与高中生发展的关系.心理发展与教育, 29(6), 604-615
吴艳, 温忠麟. (2011). 结构方程建模中的题目打包策略. 心理科学进展, 19(2), 1859-1867.
杨丽娴, 连榕. (2005). 学习倦怠的研究现状及展望. 集美大学学报, 16(2),54-58.
喻承甫, 张卫, 李董平, 肖婕婷. (2012). 青少年感恩基本心理需要与病理性网络使用的关系. 心理发展与教育, 28(1), 83-90.
于琨. (2010). 以需求理论为视角分析中学生学习倦怠的产生. 山西师大学报( 社会科学版) 研究生论文专刊, 37(3), 118-120.
张景焕, 刘桂荣, 师玮玮, 付秀君. (2011). 动机的激发与小学生创造思维的关系: 自主性动机的中介作用. 心理学报, 43(10), 1138-1150.
周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展, 12(06), 942-950.
[1] YANG Zhenfang. The Effect of Job Support on Rural Teachers’ Work Passion: The Multiple Mediating Role of Basic Psychological Needs Satisfaction [J]. Psychological Development and Education, 2023, 39(6): 850-858.
[2] ZHU Lijun, YANG Qiang, YE Baojuan, CHEN Zhinan, ZHANG Li. Connectedness to Nature on College Students’ Depression: A Moderated Mediation Model [J]. Psychological Development and Education, 2022, 38(6): 886-893.
[3] LANG Yueru, GONG Shaoying, CAO Yang, WU Ya'nan. The Relationship Between Teacher-student Interaction and College Students’ Learning Engagement in Online Learning: Mediation of Autonomous Motivation and Academic Emotions [J]. Psychological Development and Education, 2022, 38(4): 530-537.
[4] HE Anming, WAN Jiaojiao, HUI Qiuping. The Relationship between Mobile Phone Dependence and Mental Health in Adolescents: The Mediating Role of Academic Burnout and the Moderating Role of Coping Style [J]. Psychological Development and Education, 2022, 38(3): 391-398.
[5] ZHANG Guangzhen, LIANG Miao, LIANG Zongbao. A Longitudinal Study of the Influence of Parenting Styles on Social Adjustment of Preschool Children: Mediating Effects of Self-control [J]. Psychological Development and Education, 2021, 37(6): 800-807.
[6] ZHENG Xianliang, XIE Fangwei, DING Liang, WANG Xue. Social Class and College Students' Internet Altruistic Behavior: Moderated Mediating Effect [J]. Psychological Development and Education, 2021, 37(2): 182-189.
[7] ZHOU Li, GENG Jingyu, WANG Xingchao, LEI Li. The Role of Basic Needs in the Relationship between Supervisor-induced Ostracism and Mental Health among Postgraduate Students [J]. Psychological Development and Education, 2021, 37(2): 222-229.
[8] GAO Wen, ZHU Jinhui, FANG Zhen. Negative Prediction of Father Involvement on Aggressive Behaviors among Primary School Students: The Partial Mediating Effect of Maternal Parenting Stress [J]. Psychological Development and Education, 2020, 36(1): 84-93.
[9] XU Danjia, YU Chengfu, DOU Kai, LIANG Ziqin, LI Zhenhua, NIE Yangang. Parental Autonomy Support and Adolescents' Future Planning: The Mediating Role of Basic Psychological Needs and Personal Growth Initiative [J]. Psychological Development and Education, 2019, 35(1): 23-31.
[10] LI Ruoxuan, ZHU Wenlong, LIU Hongrui, YAO Meilin. How Parental Educational Expectations Influence Student Academic Burnout: The Mediating Role of Educational Involvement and Moderating Role of Family Functioning [J]. Psychological Development and Education, 2018, 34(4): 489-496.
[11] LIU Ying, CHAI Xiaoyun, GONG Shaoying, SANG Biao. The Influence of Parents' Autonomous Motivation on Primary School Students' Emotions in Mathematics Homework:The Role of Students' Autonomous Motivation and Teacher Support [J]. Psychological Development and Education, 2017, 33(5): 577-586.
[12] YANG Ying, KOU Yu. The Effect of Prosocial Autonomous Motivation on Adolescents' Well-being and Prosocial Behavior:The Mediating Role of Basic Psychological Needs Satisfaction [J]. Psychological Development and Education, 2017, 33(2): 163-171.
[13] MA Meifen, ZHU Lei, YANG Xiaojun, WANG Zhenhong. The Effect of Parents' Marital Conflict on Junior Students' Academic Burnout: The Mediating Role of Co-parenting [J]. Psychological Development and Education, 2017, 33(1): 21-29.
[14] YANG Lizhu, LI Miao, CHEN Jinghan, SHEN Yue. The Influence of Teacher Expectations on Young Children's Personality: Mediating Effect of Teacher-Children Relationship [J]. Psychological Development and Education, 2016, 32(6): 641-648.
[15] LIAO Shuirong, LU Yongli, CHEN Lingzhi, NIE Jingwen. Effects of Student's Academic Achievement and Perceived Control of Teachers on Teachers' Differential Behavior [J]. Psychological Development and Education, 2016, 32(3): 330-338.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd